The National Plan for
Maternal and Child Health Training serves as a catalyst for change. It was
developed through a collaborative effort of individuals and groups throughout
the nation concerned about the health of children, youth and families. It is
conceived as the nation’s plan, not the government’s. Everyone has a
role to play in implementing the plan.

With the publication of this Plan,
the maternal and child health community has for the first time specified a set
of national goals and measurable objectives designed to ensure that we work
towards common ends. Clarity in what we hope to achieve together will increase
the probability of success.

The Plan provides a
framework for action. Its structure lends itself to identification of
specific activities by a variety of groups. Once the goals and objectives for
the Plan—its national component—had been completed, the Maternal and
Child Health Bureau (MCHB) identified appropriate governmental activities
corresponding to each objective. The activities specify HOW objectives will be
reached; they are the “things that will be done.” The expectation is that many
other groups will also review the plan and develop their own set of
activities. This version of the Plan includes only the activities
developed by and for MCHB.

In addition to directing us
to action, the Plan has ancillary benefits. It can raise awareness and
help MCH training become more of a national priority. The process of
systematically identifying goals and objectives has already helped to clarify
problems and identify potential solutions. By developing benchmarks and
tracking information, we will have a set of data that can be used to document
needs, as well as to assess our progress in moving forward to improve MCH
training. And finally, the Plan can stimulate greater collaboration for
MCH training across a wide spectrum of groups; people will be able to see where
their specific contributions can coalesce with those of other groups.

In summary, with the
publication of the National Plan for Maternal and Child Health Training, we
are poised to take a giant leap forward. But success in this endeavor will
require the contributions of everyone who cares about MCH training. We urge
you to join with us to make MCH training a priority for the nation, so that
children, youth and families will be able to live and thrive in healthy
communities served by a quality workforce that helps assure their health and
well being.

National Plan for Maternal and Child Health Training

A Vision for the 21st
Century

All children, youth, and
families will live and thrive in healthy communities served by a quality
workforce that helps assure their health and well being.

Values Incorporated into
this Plan

Every family deserves:

•Responsive, affordable, and quality health systems organized so that
individuals and families can easily use them;

•Evidence-based policies and programs that reflect priority health needs
of families and communities; and

•Access to a seamless system in which health is coordinated with
community, social and educational programs.

Workforce preparation
must:

•Address all levels of the workforce from community-based workers and
health care providers to program managers, higher education faculty and
community leaders;

•Acknowledge that learning is life-long and should therefore be supported
by a continuum of educational opportunities; and

•Address the universal and the unique needs of MCH populations throughout
the life cycle and identify and be responsive to present and emerging issues.

Goals and Strategies: Plan Overview

Goals

Strategies

Goal 1: Assure a workforce that possesses the knowledge,
skills, and attitudes to meet unique MCH population needs.

Improve the quality of training and practice for MCH
professionals.

Ensure that the MCH population has access to
qualified providers

Goal 2: Prepare and support a diverse MCH workforce that is
culturally competent and family centered

Recruit, train, and advance faculty from diverse backgrounds

Recruit, train, and retain a workforce that is more reflective of the diversity of the nation

Design and implement educational programs to ensure
that the MCH workforce is both culturally competent and family centered

Engage families, youth, and communities in the
development and ongoing implementation of training programs for the MCH
workforce

Goal 3: Improve
practice through interdisciplinary training in MCH

Improve the quality
of interdisciplinary training

Increase opportunities for interdisciplinary
training

Goal 4: Develop
effective MCH leaders

Ensure that MCH
training in all disciplines includes leadership skills

Improve recruitment
into MCH training programs

Identify people who
have potential to provide leadership in MCH and foster their development

Ensure rapid
translation of research findings into policy, training, and practice

Goal 6: Develop
broad-based support for MCH training

Improve awareness
among key stakeholders of the importance of MCH training

National Plan for Maternal and Child Health Training

Goals, Objectives and MCHB Activities

Goal 1

Assure a workforce that
possesses the knowledge, skills, and attitudes to meet unique MCH population
needs.

Strategy A: Improve the quality of training and
practice for MCH professionals.

Objective 1: By 2010, increase the number of
practitioners who demonstrate expertise in MCH, including proficiency in public
health, through achievement of MCH competencies. (Identify
baseline and set target by 2008.)

MCHB
Activities:

Convene
key stakeholders and provide leadership to ensure the development of core MCH
competencies by 2006, including competencies necessary for MCH leaders at the
national and state levels.

Develop
and begin implementation of a plan to incorporate MCH competencies into
professional standards.

Identify
the critical workers needed to provide MCH care at the community level (e.g.,
promatoras, lactation consultants, home visitors) and determine the
competencies needed by this workforce.

Partner
with public agencies, organizations and foundations to develop and implement
training opportunities to reach the community workforce

Objective 2: By 2010, increase the proportion of
academic MCH training programs that utilize competencies, to ensure that
trainees develop the necessary knowledge, skills and attitudes to serve the MCH
population. (Identify baseline and set target by 2007.)

MCHB
Activities:

In
partnership with key stakeholders, develop and implement a plan to encourage
all academic MCH training programs to utilize MCH competencies.

Objective 3: By 2010, increase by 10
the number of continuing education courses available to the current workforce
that focus on MCH competencies.

MCHB
Activities:

Support new pilot programs of short-term
training for the current MCH workforce designed to help them incorporate MCH
competencies into their work.

Develop a model curriculum
that could be incorporated into clinical training.

Objective 5: By 2010, increase the
number of non-clinical educational programs (e.g., public health, health
administration, public policy, etc.) that incorporate an MCH module or key
elements of the MCH competencies. (Identify baseline and set target by
2008.)

MCHB Activities:

Develop a model curriculum
that could be incorporated into public health, social work, health education,
and public policy training programs.

Strategy B: Ensure that
the MCH population has access to qualified providers.1

Objective 6: By 2010, increase to 50
the number of States that show improvement in meeting the needs of mothers,
children, and families, as reflected in increased numbers of practicing MCH professionals
in critical fields. (Identify baseline by 2005.)

MCHB Activities:

Partner with states and
communities to identify workforce needs and provide technical assistance and
consultation to states and communities through an MCH training contract.

Promote linkages between local
and state MCH programs and MCH training programs to address priority needs in
that state or community.

Objective 7: By 2008, increase by 20
percent the proportion of graduates of MCH training projects who work in or
with underserved2
communities. (Identify baseline by 2005.)

MCHB Activities:

Develop incentives for
MCHB-funded training projects to increase field experiences in underserved
communities, including rural and frontier communities.

Develop a Federal working
group, to include representatives from the Bureau of Health Professions (Area
Health Education Centers, National Health Service Corps, Loan Repayment
Program), the Indian Health Service, and the Bureau of Primary Health Care, to
identify and implement strategies to increase opportunities for MCH graduates
to serve in underserved areas.

Require every MCH-funded training
project to demonstrate its involvement with the education of individuals from
underserved communities (e.g., directly offering training to community health
workers or use of the train the trainers approach, engaging in specific
campaigns to recruit graduate students from underserved communities,
involvement in community-based collaborative research, etc.)

Objective 8: By 2010, double the
total amount of financial support available nationally for leadership training
in MCH at the master’s, doctoral, and post-doctoral levels. (Identify baseline
by 2005.)

MCHB Activities:

Support an interagency task
force, including representatives from HRSA, NIH, AHRQ, and CDC training
programs, and with representatives of foundations, designed to explore
opportunities for collaborative funding to address MCH leadership training
needs, including interdisciplinary training. [This activity also supports goal
3, objective 4, and goal 4, objective 6.]

Goal 2

Prepare and support a diverse
MCH workforce that is culturally competent and family centered.

Require all funded training
projects to have a vigorous plan for the recruitment and retention of trainees
from culturally diverse backgrounds.

Examine the need and develop a
strategy for special scholarships and incentives to assist in the recruitment of
trainees from underrepresented groups.

Strategy C: Design and
implement educational programs to ensure that the MCH workforce is both
culturally competent and family centered.

Objective 3: By 2008, increase to 100
percent the proportion of MCH trainees who receive comprehensive instruction in
cultural competency and family-centered services by the completion of their
training. (Identify baseline by 2005.)

MCHB Activities:

Support the development of
evidence-based curricula in cultural competency and family-centered services
and promote the use of these curricula in all MCH-funded training projects.

Require all MCHB-funded
training projects to demonstrate that trainees have received comprehensive
instruction in cultural competency and family-centered services.

Objective 4: By 2008, increase to
100% the proportion of MCH faculty who have received comprehensive education in
cultural competency and family-centered services. (Identify baseline and
target by 2006.)

MCHB Activities:

Provide support for continuing
education in cultural competency and family centered care targeted to MCH
faculty.

Objective 5: By 2010, increase the
proportion of the existing MCH workforce who have received education in
cultural competency and family-centered care. (Identify baseline and target
by 2008.)

MCHB Activities:

Increase the proportion of
continuing education targeted to the existing workforce that is focused on
cultural competency and family-centered services.

Objective 6: By 2010, increase the
proportion of MCH training programs that include field or applied experiences
designed to lead to cultural competency and to an understanding of
family-centered services. (Identify baseline and target by 2007.)

MCHB Activities:

Require all MCHB-funded
projects to have a field and/or applied placement experience for trainees in a
setting that is family-centered and culturally competent.

Strategy D: Engage
families, youth, and communities in the development and ongoing implementation
of training programs for the MCH workforce.

Strongly encourage every
MCHB-funded training project to establish an MCH Advisory Board that is
ethnically and culturally representative of the families and communities that
the project serves.

Develop a mechanism to share
best practices for inclusion of family and youth as paid faculty and/or
consultants.

Develop a mechanism for
obtaining feedback from families and consumers receiving MCH services so that
existing problems can be identified, publicized and rectified.

Goal 3

Improve practice through
interdisciplinary training in maternal and child health.4

Strategy A: Improve the
quality of interdisciplinary training.

Objective 1: By 2010, increase the
proportion of MCH trainees who have experience in interdisciplinary training
that reflects the needs of children and families, in both classroom and field
settings. (Identify baseline and target by 2006.)

MCHB Activities:

Convene an interdisciplinary
ad hoc group to promote effective interdisciplinary training to meet the
service needs of the MCH population.

Support a project to inventory
existing materials on MCH interdisciplinary training, identify gaps, and
develop and disseminate new materials as needed.

Develop a mechanism to share
best practices for enhancing the role of family members in interdisciplinary
training.

Objective 2: By 2010, increase the
number of community agencies working in partnership with MCH training programs
to provide interdisciplinary MCH training (e.g., field placements, research,
and advocacy). (Identify baseline and set target by 2007.)

MCHB Activities:

Require all MCHB-funded
projects to include community-based training.

Establish up to 10 fellowship
positions within local MCH programs for students in MCH leadership training
projects.

Strategy B: Increase
opportunities for interdisciplinary training.

Objective 3: By 2010, increase the
number of Federal training grants that support MCH interdisciplinary training.
(Identify baseline and set target by 2006.)

MCHB Activities:

Support an interagency task
force, including representatives from the Bureau of Health Professions, the
Administration on Children and Families, NIH, AHRQ, and CDC training programs,
designed to explore opportunities for collaborative funding to address MCH
leadership training needs, including interdisciplinary training. [This
activity also supports goal 1, objective 8.]

Support the development of an
“alumni fellow” network of MCH leadership trainees.

Strategy B: Improve
recruitment into MCH training programs.

Objective 3: By 2008, increase by 50
percent the number of people who successfully complete MCH leadership training6 designed for
individuals already in the workforce (e.g., through distance learning grants,
MCH Institute, or other continuing education). (Identify baseline by 2005.)

MCHB Activities:

Support pilot projects, based
on the MCH certificate program model, to test alternative approaches to
workforce training for leadership.

Support a project to develop
innovative approaches for enabling practicing MCH professionals to participate
in an advanced program of leadership training (could include web based modules,
face to face meetings, etc.).

Objective 4: By 2008, increase by 30
percent the number of individuals in state and local MCH leadership positions
whose skills, knowledge and/or career opportunities have been enhanced through
continuing education or other career development efforts over the last two
years. (Identify baseline by 2005.)

MCHB Activities:

Continue to require its
training projects to make continuing education and consultation available to
local and state MCH professionals.

Develop a leadership
self-assessment tool. As an addendum, the tool will provide information on
ways to access information and technical assistance to improve leadership
effectiveness.

Develop a continuing education
module on leadership that is appropriate for MCH Title V Programs and
disseminate it via national and regional workshops and institutes.

Strategy C: Identify
people who have potential to provide leadership in maternal and child health
and foster their development.

Objective 5: By 2010, increase by 20%
the number of MCH training projects that incorporate outreach to potential
master’s, doctoral, and post doctoral individuals, designed to inform them of
opportunities for MCH training. (Identify baseline by 2005.)

MCHB Activities:

Support an interagency task
force, including representatives from HRSA, NIH, AHRQ, and CDC training
programs, and with representatives of foundations, designed to explore
opportunities for collaborative funding to address MCH leadership training
needs, including interdisciplinary training. [This activity also supports goal
1, objective 8.]

Establish and implement a
plan, in collaboration with other HRSA Bureaus, especially the Bureau of Health
Professions, to identify and recruit individuals from higher education
institutions into MCH training and service programs who are from traditionally
under-represented groups and exhibit promising leadership skills.

Require all MCHB-funded
training projects to identify and evaluate their recruitment efforts.

Objective 6: By 2010, increase by 20%
the number of MCH training projects that incorporate outreach to local high
schools and colleges, designed to inform students of opportunities in the MCH
field. (Identify baseline by 2005.)

MCHB Activities:

Provide financial incentives
to existing MCHB-funded training projects and add points in competitive reviews
of training project applications for the purpose of developing innovative means
of recruiting students from underrepresented groups at the high school,
technical school, community college and undergraduate levels.

Support the development in
community colleges of an MCH training “module” or “certification” that can
count toward college credits.

Partner with the National
Association of Health Professions Advisors to increase awareness of MCH-related
professions as options for undergraduate students interested in health careers.

Conduct an environmental
analysis of the health care workforce to identify the knowledge, skills, and
attitudes needed by the MCH workforce to meet MCH population needs. This
series of studies will include the numbers of workers (both professional and
community) in various categories in urban, rural and frontier settings; the
proportion of these who are trained in MCH competencies; an assessment of
workers’ knowledge related to MCH competencies; and appraisals of workforce
needs by key MCH constituencies (such as State Title V programs).

Develop a survey instrument
for families receiving MCH services, to assess their satisfaction with services
and personnel, the extent of family involvement in the design and delivery of
services, and the role of the MCH workforce in supporting families as decision
makers in the health care needs of their children.

Explore ways to include as a
part of the State Title V Block Grant Needs Assessments the identification of
critical areas of MCH workforce needs and shortages (geographic, disciplinary,
cultural, and special populations).

Objective 2: By 2010, increase by 75
percent the number of publicly and privately funded grants for applied research
designed to improve training and practice in maternal and child health. (Identify
baseline by 2005.)

MCHB Activities:

Convene a blue-ribbon group to
develop an MCH research agenda focused on training issues, including training
needs relating to services for children with special health care needs.

Promote more research among
trainees in its funded training projects related to effective MCH practice and
effective training strategies in MCH through support of activities such as
doctoral dissertation support and enhanced research training opportunities.

Objective 3: By 2010, complete a
study of the factors that determine entry into an MCH field.

MCHB Activities:

Support a study of the factors
that determine entry into an MCH field.

Objective 4: By 2010, complete a
study designed to assess the impact of MCH training on quality of services.(Identify baseline by 2005.)

MCHB Activities:

Support a study of the impact
of MCH training on quality of services.

Objective
5: By 2010, conduct an assessment of the relative cost-effectiveness of
various training modalities9
designed to improve the ability of the workforce to meet MCH needs.

MCHB Activities:

Support an assessment of the
relative cost-effectiveness of various training modalities.

Objective 6: By 2010, increase by 5
the number of research projects that address the effectiveness of MCH
interdisciplinary training, including the impact on quality and cost benefit of
the approach. (Identify baseline by 2005.)

MCHB Activities:

Initiate a new research
priority on the effectiveness of MCH interdisciplinary training.

Objective 7: By 2010, double the
funding from public and private sources for training individuals to conduct MCH
research. (Identify baseline by 2005.)

MCHB
Activities:

Develop and
disseminate a document that identifies and describes possible sources of
support for research training.

Convene a group of
individuals representing both public and private funders to explore MCHB
research training needs and possible sources of support.

Strategy C: Ensure rapid
translation of research findings into policy, training, and practice.

Objective 8: By 2008, increase to 100
percent the proportion of MCH training projects that can provide evidence that
they have translated research into policy, practice, or training. (Identify
baseline by 2005.)

MCHB Activities:

Require its funded long-term
training projects to teach long-term trainees how to conduct research, how to
present the findings of such research, and how to incorporate research findings
into policy and practice.

Objective 9: By 2010, train 1,000
current MCH workforce leaders in the integration of new evidence-based
knowledge into policy and practice.

MCHB Activities:

Provide incentives to
MCHB-funded training projects designed to increase the proportion of projects
that support distance-learning courses addressing the integration of new
evidence-based knowledge into policy and practice.

Increase access of the MCH
workforce to research findings and best practices through the implementation of
Web-based tools.

Goal 6

Develop broad-based support
for MCH training.

Strategy A: Improve
awareness among key stakeholders of the importance of MCH training.

Objective 1: By 2010, increase to 25
the number of states in which key state legislators and legislative staff
receive educational materials and technical assistance related to maternal and
child health training needs and programs in their respective states. (Baseline:
0)

Partner with the National
Conference of State Legislatures to inform both staff and legislators of key
findings related to MCH training and MCH workforce needs in their respective
states.

Objective 2: By 2010, increase by 15
the number of foundations (including both national and regional) that identify
an MCH training issue as a new funding priority. (Baseline: 0)

MCHB Activities:

Establish a new partnership
with at least one national foundation annually to promote MCH training as a
priority.

Convene a workshop designed
especially for representatives of targeted foundations, to inform them of
issues related to MCH interdisciplinary training.

Develop partnerships with the
Council on Foundations and Grantmakers in Health, aimed at engaging the
interest of foundations and corporate grantmakers in MCH training.

Objective 3: By 2010, increase by 10
the number of professional associations that have a specific committee,
subcommittee, or task group focused specifically on MCH training. (Identify
baseline by 2005.)

MCHB Activities:

Inventory key
MCH-related professional associations, identifying those without a training
focus, and key health training organizations, identifying those without an MCH
focus. In collaboration with grantee leaders, prioritize these groups and
develop specific strategies designed to increase the MCH training emphasis
within the targeted organizations.

Partner with AMCHP to foster
continuing and enhanced national investment in MCH training.

Acknowledgments

Many people were involved in
the development of this plan. The following individuals served either on the
first or second “Ad Hoc Strategic Planning Group”:

Deborah Allen, Sc.D.

Carol Bazell, M.D., M.P.H.

Lyn Bearinger, Ph.D.

Claire Brindis, Ph.D.

Yvonne Bronner, Sc.D., R.D.

Latasha Covington

Chris DeGraw, M.D., M.P.H.

M.Ann Drum, D.D.S., M.P.H.

Hanna Endale, M.P.H.

Aaron Favors, Ph.D.

Amy Fine, B.S.N., M.P.H.

Elizabeth Hecht

George Jesien, Ph.D.

Laura Kavanagh, M.P.P.

Michael Kogan, Ph.D.

Cassie Lauver, M.S.W.

Rob Lehman, M.D.

Reginald Louie, D.D.S.,
M.P.H.

Stephanie McDaniel, R.N.,
M.S., M.A.I.A.S.

Kerry Nesseler, R.N., M.P.H.

Judith Palfrey, M.D.

Hae Young Park, M.P.H.

Nanette Pepper, B.S.N., M.Ed.

Donna Petersen, M.H.S., Sc.D.

Vera Proctor

Gregory Redding, M.D.

Madhavi Reddy, M.S.P.H.

Diana Rule, M.P.H.

Bill Sappenfield, M.D.,
M.P.H.

Trista Sims, M.P.H., C.H.E.S.

Denise Sofka, R.D., M.P.H.

Bobbi Stettner-Eaton, Ph.D.

Bonnie Strickland, Ph.D.

Peter Van Dyck, M.D., M.P.H.

Frances Varela, R.N., M.S.,
M.A.L.A.S.

Margaret A. West, Ph.D.,
M.S.W.

Many others provided comments
on early drafts. Without the hard work of all these individuals, this plan could
not have been developed.

Glossary

Children with Special
Health Care Needs: Children who have or are at risk for chronic
physical, developmental, behavioral or emotional conditions and who also
require health and related services of a type or amount beyond that required by
children generally.

Competencies: Knowledge, skills and attitudes that enable one to
effectively perform the activities of a given occupation or function to the
standards expected in employment.

Cultural Competence: Cultural competency is defined as a set of values,
behaviors, attitudes, and practices within a system, organization, program, or
among individuals that enables them to work effectively across cultures.
Further, it refers to the ability to honor and respect the beliefs, language,
interpersonal styles, and behaviors of individuals and families receiving
services, as well as staff who are providing such services. Cultural
competence is a dynamic, ongoing, developmental process that requires a
long-term commitment and is achieved over time.

Evidence Based: Physicians and other health care providers have been
encouraged to practice "evidence-based medicine," so that their
clinical decisions would be based upon a foundation of solid science,
especially using research that has applied rigorous methods and has been
published in peer-reviewed journals. Evidence-based medicine involves increased
reliance on formal, systematic analysis and synthesis of the research
literature to determine clinical effectiveness. It challenges consensus-based
judgments and applies critical assessment of the available research to decide
if there is methodologically sound evidence that the outcomes of a clinical
option are favorable, and it identifies types of patients for whom the service
is most effective.

Family Centered: Family centered care is an approach to the planning,
delivery and evaluation of health care that is governed by mutually beneficial
partnerships between health care providers, patients and families. Family
centered care is characterized by four principles: (1) People are treated with
dignity and respect; (2) Health care providers communicate and share complete
and unbiased information with patients and families in ways that are affirming
and useful; (3) Patients and family members build on their strengths by
participating in experiences that enhance control and independence; (4)
Collaboration among patients, family members and providers occur in policy and
program development and professional education, as well as in the delivery of
care.

InterdisciplinaryTraining: A training program that
includes faculty drawn from many health disciplines who function as peers,
jointly planning curriculum development and expected outcomes of training
programs, and in which faculty function as a clinical team to provide exemplary
care, usually at a tertiary-care level.

Leadership Training: Prepares professionals from a variety of health care
disciplines to be leaders in clinical care, research, public health policy, and
advocacy.

Maternal and Child
Health: Maternal and Child
Health programs promote and improve the health of our Nation's mothers,
infants, children, and adolescents, including low-income families, those with
diverse racial and ethnic heritages, and those living in rural or isolated
areas without access to care.

MCH Competencies: MCH competencies are intended to provide the basis
for curriculum development and continuing education programming. They address
MCH and general public health content in the areas of the scientific basis of
MCH and public health, methodological/analytical skills, management and
communication skills, policy and advocacy skills, and values and ethics in MCH
public health practice.

MCH Population: The MCH population includes all America's women,
infants, children, adolescents and their families, including fathers and
children with special health care needs.

MCH Professionals: Individuals who have been trained in MCH and who
currently work in the field.

MCH Training: MCH training introduces trainees to the major
topical issues in the health and welfare of women, children, and families.
It typically emphasizes skill development in research, data analysis,
advocacy, public health program planning, management, and/or evaluation.

MCHB Training Program: The HRSA Maternal and Child Health Training program
funds public and private nonprofit institutions of higher learning that provide
training and education to those working in maternal and child health
professions. The MCH Training Program supports

•Trainees who show promise to become leaders in the MCH field
through teaching, research, clinical practice, and/or administration and
policymaking

•Faculty who mentor students in exemplary MCH public health
practice, advance the field through research, develop curricula particular to
MCH and public health, and provide technical assistance to those in the field

•Continuing education and technical assistancefor those already practicing in the MCH field
to keep them abreast of the latest research and practices.

Underserved Community: An underserved community may be a whole county or
a group of contiguous counties, a group of county or civil divisions or a group
of urban census tracts in which residents have a shortage of personal health
services.

Health Professional
Shortage Areas (HPSAs) may have shortages of primary medical care, dental
or mental health providers and may be urban or rural areas, population groups
or medical or other public facilities.

Dental Professional
Shortage Areas (DPSAs) Dental
professionals are overutilized, excessively distant, or inaccessible to the
population of the area under consideration.

Primary Medical Care
Shortage Areas Primary care
professionals are overutilized, excessively distant, or inaccessible to the
population of the area under consideration.

Mental Health Shortage
Areas Mental health care
professionals are overutilized, excessively distant, or inaccessible to the
population of the area under consideration.

3 “Family and youth” are defined as
individuals who represent the target population of the training programs.
Active roles include the development, implementation and evaluation of the
educational program.

8This series of studies should include the numbers of workers
[both professional and community] in various categories in urban, rural and
frontier settings; the proportion of these who are trained in MCH competencies;
an assessment of workers’ knowledge related to MCH competencies; and appraisals
of workforce needs by key MCH constituencies [such as State Title V programs].